Dissertation/Thesis Abstract

The Evolution of a High-Achieving School: Creating a Cultural Shift Through a Schedule Change, Interventions, and Imbedded Collaboration
by Rapoff, Beth, Ed.D., Lindenwood University, 2016, 187; 10241482
Abstract (Summary)

Many research studies exist regarding high school master schedules. However, not one study could identify which schedule was “best” for high schools to implement. The researcher reviewed a variety of schedule types—traditional, drop 1, trimester, 4x4 block, A/B block, and modified block. The researcher also investigated interventions at the high school level. She also researched change and innovation. Lastly, she researched teacher collaboration. This study investigated changes a high-achieving high school made. The focus was on a master schedule change, interventions scheduled during the school day, and teacher collaboration scheduled during the school day. The purpose of this study was to determine whether a schedule change, interventions, and imbedded teacher collaboration created a cultural shift in a high-achieving school, making it a school that successfully supported all learners. This mixed-methods action research study surveyed students and teachers twice throughout the school year. Also, the researcher analyzed secondary data—tardies, absences, grades, behavior, and Reading Plus data. In this school, approximately 10-15% of students were struggling in various areas but particularly with reading as demonstrated by grades and Scholastic Reading Inventory (SRI) scores. It was important to explore the cultural shift that occurred because of this change. While some students expressed dissatisfaction with the new schedule, data supported that the change resulted in improved grades and a decrease in behavioral referrals. Making a significant change to the master schedule created an opportunity for teachers to review and revise their lesson delivery. While this was ultimately a benefit, it created increased stress, especially for those who were veteran teachers and accustomed to the previous schedule; however, in reviewing and analyzing the data, it was evident that feedback was overall positive and that the school’s culture started to shift to become even more positive.

Indexing (document details)
Advisor: Weir, Graham
Commitee: Long, John, Ruettgers, Mary
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 78/05(E), Dissertation Abstracts International
Subjects: Educational evaluation, Secondary education
Keywords: Scheduling, Teacher collaboration
Publication Number: 10241482
ISBN: 978-1-369-35540-6
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